School of Languages and Linguistics - Research Publications

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Now showing 1 - 10 of 12
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    Yaakov Shabtai and Tel Aviv: "The Terrible Transformation"
    RUBINSTEIN, KT (Australian Association of Jewish Studies, 2002)
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    A useful kind of interaction? evaluations by university students of feedback on written assignments
    Storch, N ; Tapper, J (John Benjamins Publishing Company, 2002-01-01)
    Abstract In content subjects, university teachers hope that students find their comments on written assignments useful contributions to student learning of content and disciplinary writing. However, teachers often do not know what effect this form of interaction has on student readers. In this study we investigated student reactions to teacher feedback in a law subject. Data included teacher feedback written on 76 student assignments, responses by 72 students to a questionnaire about the feedback and interviews with 9 students. Responses from two groups were compared. One group (Group A) comprised students born in Australia or another English-speaking country and those born in non-English speaking countries but who had been residents in Australia for over seven years. The other group (Group B) comprised students born in non-English speaking countries and who had been resident in Australia for less than seven years. The students from both groups were most interested in specific comments on content matters and only half were interested in comments on written expression. Students from Group B were more likely than Group A students to find teacher comments useful for subsequent assignment writing. The responses from all students indicate that although they found teacher comments useful, they were not necessarily totally satisfied with the nature of the feedback.
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    The Lute and the Polyphonist
    GRIFFITHS, JA ( 2002)
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    "The Oulipo Forty Years On."
    ANDREWS, CS ( 2002)
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    Intonational rises and dialogue acts in the Australian English map task
    FLETCHER, J ; STIRLING, LF ; MUSHIN, I ; WALES, RJ (Sage Publications, 2002)
    Eight map task dialogs representative of General Australian English, were coded for speaker turn, and for dialog acts using a version of SWBD-DAMSL, a dialog act annotation scheme. High, low, simple, and complex rising tunes, and any corresponding dialog act codes were then compared. Dialog acts corresponding to information requests were consistently realized as high-onset high rises ((L +)H*H-H%). However low-onset high rises (e.g., L*H-H%) corresponded to a wider range of other "forward-looking" communicative functions, such as statements and action directives, and were rarely associated with information requests. Low-range rises (L*L-H%), by contrast, were mostly associated with backward-looking functions, like acknowledgments and responses, that is they were almost always used when the speaker was referring to what had occurred previously in the discourse. Two kinds of fall-rise tunes were also examined: the low-range fall-rise (H *L-H%) and the expanded range fall-rise (H* + L H-H%). The latter shared similar dialog functions with statement high rises, and were almost never associated with yes/no questions, whereas the low-range fall-rises were associated more with backward-looking functions, such as responses or acknowledgments. The Australian English statement high rise (usually realized as a L* H-H% tune) or "uptalk," appears to be more closely related to the classic continuation rises, than to yes/no question rises of typologically-related varieties of English.
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    An acoustic phonetic analysis of intonational prominence in two Australian languages
    FLETCHER, J ; EVANS, NRD (Cambridge University Press, 2002)
    The intonational typology of two Northern Australian languages, Dalabon and the Kundedjnjenghmi dialect of Bininj Gun-wok, suggests that these languages can be analyzed within the autosegmental-metrical framework of intonation as having two kinds of intonational events that serve to demarcate the boundaries of intonational phrases: pitch accents and boundary tones. Both languages have also previously been described as having lexical stress. In this study, the acoustic correlates of syllables associated with intonational pitch accents, were measured, namely, F0, duration, RMS amplitude and vowel quality, in one lengthy narrative text from each language. The duration of intonational phrase-final syllables was also measured. Results indicate that syllables associated with pitch accents are phonetically lengthened and have marginally higher RMS amplitude. However, there is little variation in vowel quality due to the presence of a pitch accent or intonational prominence. Final syllables are also lengthened at intonational phrase edges, indicating that duration is a cue to this level of prosodic constituency in these languages.
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    Estimating the difficulty of oral proficiency tasks: What does the test-taker have to offer?
    Elder, C ; Iwashita, N ; McNamara, T (SAGE Publications, 2002-01-01)
    This study investigates the impact of performance conditions on perceptions of task difficulty in a test of spoken language, in light of the cognitive complexity framework proposed by Skehan (1998). Candidates performed a series of narrative tasks whose characteristics, and the conditions under which they were performed, were manipulated, and the impact of these on task performance was analysed. Test-takers recorded their perceptions of the relative difficulty of each task and their attitudes to them. Results offered little support for Skehan’s framework in the context of oral proficiency assessment, and also raise doubts about post hoc estimates of task difficulty by test-takers.